A Prospective Study of the Relationship between Specific Language Impairment, Phonological Disorders and Reading Retardation
Dados Bibliográficos
| ID | 5771719 |
|---|---|
| Autores | Dorothy V M Bishop (0000-0002-2448-4033, University of Manchester), Catherine Adams (0000-0003-4413-0803, University of Manchester) |
| Ano | 1990 |
| Volume | 31 |
| Fascículo | 7 |
| Páginas | 1027-1050 |
| Data de publicação | 1990-11-01 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Journal of Child Psychology and Psychiatry (JOURNAL) |
| Identificadores do periódico | ISSN: 0021-9630 • E-ISSN: 1469-7610 |
| Editora | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.1469-7610.1990.tb00844.x |
| PMID | 2289942 |
| OpenAlex | W2075314701 |
| Idioma | EN |
| Citações recebidas | 80 |
| Referências citadas | 21 |
Language and literacy skills were assessed in 83 8 1/2 -year olds whose language development had been impaired at 4 years of age. Provided that language problems had resolved by age 5 1/2 years, literacy development was normal, but many of the children who still had verbal deficits at 5 1/2 years of age did have reading difficulties and persisting oral language impairments later on. In these children, reading comprehension tended to be poor relative to reading accuracy. Syntactic competence in the preschool period accounted for a substantial proportion of the variance in literacy attainments, after allowing for the effects of non-verbal ability. There were only weak links between expressive phonological disorders and later ability to read either meaningful text or non-words
Communication disorder · Language Development and Disorders · Neurobiology of Language and Bilingualism · Reading and Literacy Development
Late-talking toddlers
Emerging NPIs
Conferencistas versus conversadores. Estilos de enseñanza de profesores de ciencias y su relación con el estilo cognitivo
Conferencistas versus conversadores. Estilos de enseñanza de profesores de ciencia y su relación con el estilo cognitivo
Oral language deficits in familial dyslexia
The Acquisition of Heritage Languages
Phenotypic performance profile of children with reading disabilities
Predicting reading comprehension in early elementary school
Discussing stories
Child Development and Emergent Literacy
From infancy to adolescence
Prevalence of Specific Language Impairment in Kindergarten Children
A Longitudinal Investigation of Reading Outcomes in Children With Language Impairments
Are Specific Language Impairment and Dyslexia Distinct Disorders?
Do infant vocabulary skills predict school‐age language and literacy outcomes?
Estimating the Risk of Future Reading Difficulties in Kindergarten Children
Language Deficits in Poor Comprehenders
Beyond phonological skills
Delivering language intervention at scale
Linguistic Predictors of Single-Word Spelling in First-Grade Students With Speech and/or Language Impairments
A Different View on the Simple View of Reading
Adult Talk During Book Reading for Preschoolers With ASD
Literacy-supporting skills in college students with specific reading comprehension deficit and developmental language disorder
Defining and understanding dyslexia
Language measurement in childhood epilepsy
On the Linguistic and Cognitive Factors that Predict Reading Abilities Among Arabic-Speaking University Students
Language Difficulties in School-Age Children With Developmental Dyslexia
Annual Research Review
Oral narrative retelling among emergent bilinguals in a dual language immersion program
Emergent literacy performance across two languages
The application of the ICF CY model in specific learning difficulties
An evaluation of two emergent literacy screening tools for preschool children
Dyslexia with and without developmental language disorder
Phonological awareness, speech development, and letter knowledge in preschool children
Speech development patterns and phonological awareness in preschool children
Defining dyslexia
Altered neural circuits accompany lower performance during narrative comprehension in children with reading difficulties
Understanding the ‘Lexia’ in dyslexia
Do late-talking toddlers turn out to have reading difficulties a decade later
Accounting for oral language skills in children with dyslexia
Early syntactic development of dyslexic children
Early identification of dyslexia
Liens entre les résultats scolaires en littératie et aux tests provinciaux de l’Oqre aux cycles primaire et moyen en Ontario
Speech sound skills, language comprehension, and early reading development in poor readers
Lexical and phonological development in children with childhood apraxia of speech – a commentary on Stoel-Gammon's ‘Relationships between lexical and phonological development in young children’
Children with word finding difficulties
Language delays of impoverished preschool children in relation to early academic and emotion recognition skills
Neuropsychological characteristics of dyslexic children
Written narratives of adolescents with developmental language disorder compared with typically developing adolescents and adults
A follow-up study of the later reading comprehension ability of language-deficient preschoolers who recovered before starting school
The role of sensorimotor impairments in dyslexia
Genetics of Language
Early Indicators of Learning Disabilities in Children with Developmental Language Disorder Compared to Their Typically Developing Peers
School readiness among children with varying histories of language difficulties
An Individualized Approach to Neuroplasticity After Early Unilateral Brain Damage
Early Decoding Speed and Later Reading Competencies in Children with German as a Second Language
Language Skills in Cypriot-Greek Speaking Toddlers with Specific Language Delay
The effect of text genre on parent use of joint book reading strategies to promote phonological awareness
Multilingualism and speech-language competence in early childhood
Preschoolers with developmental speech and/or language impairment
Speech difficulties at school entry are a significant risk factor for later reading difficulties
Efficacy of the Tell language and literacy curriculum for preschoolers with developmental speech and/or language impairment
Kindergarten oral language skill
Distributionally restricted items
Oral and Hand Movement Speeds are Associated with Expressive Language Ability in Children with Speech Sound Disorder
Decoding Shaywitz
Inhibition and Reading Comprehension in Adolescents with and without Histories of Language Difficulties
Development of emergent literacy and early reading skills in preschool children
Predicting Improvement After First-Grade Reading Difficulties
The development of phonological awareness in preschool children
Dificuldades escolares
Relações entre processamento fonológico e alterações de leitura e escrita em crianças com Distúrbio Específico de Linguagem
The comprehensive language approach to early literacy
Relations Among Speech, Language, and Reading Disorders
Phase 2 of Catalise
Oral language and code-related precursors to reading
Assessment matters
Patterns of language impairment and behaviour in boys excluded from school
Linguistic comprehension and narrative skills predict reading ability
Developmental Dyslexia and Specific Language Impairment
Rhyme and Reason in Reading and Spelling
Categorizing sounds and learning to read—a causal connection
The association between comprehension of spoken sentences and early reading ability
Metalinguistic Abilities and Beginning Reading
A Longitudinal Study Using the Wppsi and Wisc‐r With an English Sample
Dyslexia
Developmental Factors in Reading and Writing Backwardness
The nature of phonological processing and its causal role in the acquisition of reading skills
| Obras citantes distintas | 80 |
|---|---|
| Citações por ano | 2,29 |
| Intervalo de citações | 1991 - 2026 (36) |
| Velocidade de citação | current |
| Altamente citado | Não |
| Tipos de citação | Neutras: 75 |